Development Of Transferable Skills Research Articles

FARMACIJOS SPECIALISTŲ POŽIŪRIS Į VAISTININKO PADĖJĖJŲ BENDRĄSIAS KOMPETENCIJAS

Kintančios darbo rinkos poreikiai tradiciniam koleginiam farmacijos krypties specialistų rengimui - iššūkis, reikalaujantis pastovaus kompetencijomis grįstos studijų programos atnaujinimo, kuris neatsiejamas su socialinių partnerių profesinių poreikių tikrinimu. Šio straipsnio autoriai atliko tyrimą tikslu nustatyti farmacijos specialistų požiūrį į vaistininko padėjėjų, dirbančių šiuolaikinėje Lietuvos visuomenės vaistinėje, bendrąsias kompetencijas. Pasirinktos vaistinės, kuriose kolegijos studentai, būsimieji vaistininko padėjėjai, atliko profesinės veiklos praktikas. Anketinės apklausos metodu išryškinta šių vaistinių vedėjų ir vaistininkų (I grupė), vaistininko padėjėjų (II grupė) nuomonė apie svarbiausias bendrąsias vaistininko padėjėjo kompetencijas, būtinas profesinių kompetencijų plėtotei ir sėkmingam darbui vaistinėje. Tyrimas parodė, kad farmacijos specialistai pakankamai panašiai vertina profesinių instrumentinių, tarpasmeninių ir dalykinių kompetencijų svarbą tinkamai profesinei raidai. Tiek vaistininkai, tiek vaistininkų padėjėjai aukštais įverčiais vertina vaistininko padėjėjų bendrąsias kompetencijas. Jaunų vaistininkų padėjėjų, neturinčių didelės profesinės patirties, bendrosios kompetencijos vertinamos aukštesniu įverčiu nei tos, kurioms reikia ilgesnės profesinės praktikos. Nepaisant gerų įverčių, žvelgiant į šiuolaikines farmacinės rinkos reguliavimo realijas, vaistininko padėjėjai darbo vietoje jaučiasi nesaugiai.

Group Process Skill Integration in Introductory Accounting: A Scaffolding Approach

This paper describes the introduction of a group-based project designed specifically to integrate the development of group processing skills with the teaching of technical accounting content, within an introductory accounting programme. The paper describes the context in which the research takes place, the nature of the unit, and the group assessment task. The questionnaire-based study measures students’ perceptions of the relative usefulness of study groups in developing key learning competencies. The findings of the study show that students perceive the major benefit of study groups being to learn from other group members and to actively participate in the introductory accounting curriculum. This is particularly true for international, non-English first language students. Furthermore, student feedback reflected an appreciation for being introduced to and explicitly taught group processing skills. These findings suggest that accounting educators can use study groups within a structured project, to engage learners and to assist in the development of transferable skills.

The Employability Skills of the Overseas Filipino Workers

A university tracks its graduates to determine if its curriculum has prepared students for the job market. The purpose of this study was to ascertain the self perceived employability skills of sociology and economics graduates of Bukidnon State University, who are working overseas. The OFWs were traced by using the snowball sampling technique. Of the three measures of employability, they scored the highest on personal qualities followed by core skills and process skills. Rated the highest were ‘self-awareness’ and ‘initiative’ skills. By and large, the OFWs may be considered global citizens and lifelong learners if viewed through the lenses of an Australian model of employability. This implies that even if the academic credentials do not directly match with the job description, the graduates were hired on the basis of employability qualities and skills that were perhaps already embedded in the curriculum. The study concludes that the notion that discipline-based knowledge will guarantee a job is no longer applicable. Since knowledge will be outdated but nevertheless, the main component for obtaining a college degree, one of the recommendations is for the curriculum to connect transferable personality and skills development with the process of obtaining and generating knowledge. Further research must be pursued in terms of determining the specific values and attitudes that the employers of these OFWs prefer so that it would be possible for the university to identify the exact qualities and skills preferred by employers as a basis for curriculum development.

Enhancing Postgraduate Learning and Teaching: Postgraduate Summer School in Dairy Science

Dairy science is a multidisciplinary area of scientific investigation and Ph.D. students aiming to do research in the field of animal and/or veterinary sciences must be aware of this. Ph.D. students often have vast spectra of research interests, and it is quite challenging to satisfy the expectation of all of them. The aim of this study was to establish an international Ph.D. training program based on research collaboration between the University of Sydney and the University of Padova. The core component of this program was a two-week Postgraduate Summer School in Dairy Science, which was held at the University of Padova, for Ph.D. students of both universities. Therefore, we designed a program that encompassed seminars, workshops, laboratory practical sessions, and farm visits. Participants were surveyed using a written questionnaire. Overall, participants have uniformly praised the Summer School calling it a rewarding and valuable learning experience. The Ph.D. Summer School in Dairy Science provided its participants a positive learning experience, provided them the opportunity to establish an international network, and facilitated the development of transferable skills.

Doctoral researcher skill development: learning through doing

There has been increasing debate in recent years concerning the need to improve the skill set of Doctoral Researchers (DRs) in order to prepare them for work inside and outside of academia. Valuable discussion on the employability of graduates and the development of transferrable skills is largely focussed on undergraduate students despite the widening of career options for postgraduate research students outside academia. Skill development in current postgraduate pedagogy literature is focussed on specific academic based skills within the research process and does not address the process and content of more generic and transferable skills for DRs. This article explores the organisation of a conference by a small group of DRs and the consequential development and practice of a new skill set outside the usual research process. It presents an effective method for DR transferable, professional and practical skill development.

Child health in low-resource settings: pathways through UK paediatric training

UK doctors training in paediatrics benefit from experience of child health in low-resource settings. Institutions in low-resource settings reciprocally benefit from hosting UK trainees. A wide variety of opportunities exist...

Market coordination and training networks in Australia

The development of voluntary networks of firms has been proposed as a way of stimulating employer demand for vocational training in more liberal market economies. The emergence of market-based training networks is seen to lead to greater inter-firm cooperation, resource sharing and facilitate employer collective action to address labour market needs. This study examines the evidence for the existence of voluntary training networks in five Australian industries. The study finds that these training networks supply limited amounts of training, most of which is non-formal. These networks are primarily developed for the dissemination of the tacit knowledge and skills needed for the exploitation of new technology. These networks have few linkages to the vocational training system and have a limited capacity to contribute to the development of transferable skills that address employers’ labour market needs.

Enhancing employability skills through the use of film in the language classroom

Employability is increasingly becoming a central aspect of higher education in the United Kingdom and it is becoming imperative that modern foreign languages teachers engage directly and sincerely with the employability agenda. This article proposes the use of feature films as a successful method for developing and promoting employability skills in the language classroom, an approach which has not thus far been adopted. I begin by discussing different models for the delivery of employability skills and I provide an overview of employability initiatives that have been undertaken by languages departments. The key issues of embedding versus stand-alone modules and the role of academics are addressed. While many employability initiatives focus on the development of transferable skills, I argue that the development of commercial awareness among undergraduate students has been neglected and that film is a suitable medium to rectify this. In the final section of the article, I provide some sample activities which use clips from feature films to develop employability skills at all levels of proficiency, focusing on linguistic competency and the development of commercial awareness.

Internationalization and employability: the role of intercultural experiences in the development of transferable skills

This article identifies the alignment of transferable skills developed through international experience with those sought by graduate employers and argues the value of domestic intercultural contexts for similar learning. It is essential reading for world-wide universities, policy-makers and academics, offering key pointers for policy and practice.

The Development of a Blended Learning Experience to Enable a Personalised Learning Approach to Researcher Development for Research Students

The introduction of a blended learning approach facilitates the development of transferable, employability, and research related skills within higher education. Research students engage in a variety of learning communities including membership of research teams based on their department or faculty, wider communities based around the Graduate School or Research Skills Training, and also communities beyond their university such as student research networks and discipline based global networks. By matching their skills to the Researcher Development Framework, through the Postgraduate Training Scheme, we can facilitate the development of transferable, employability, and research related skills.

An Evaluation of Practitioners’ Views of Consultancy and Applied Research at the University of Derby

An Evaluation of Practitioners’ Views of Consultancy and Applied Research at the University of Derby The aim of this research has two objectives; firstly, to evaluate the development of cognitive, transferable and intellectual skills in Higher Education students, secondly, to transfer that knowledge by means of collaboration with community organisations. Experiential learning and regeneration/diversification project work is needed by all communities. The collaboration is built upon our ability to provide graduates and a community with portfolios of independent evidence of achievement obtained from working with a partner organisation..

The Impact of Problem-Based Learning on Transferable Skills Development: Students’ Perceptions in a Management Undergraduate Capstone Course

Attention to transferable skills development is growing on the higher education agenda. Problem-based learning (PBL) is also increasingly used in higher education for its promising potential to, among others, promote transferable skills, including problem-solving, critical thinking and teamwork skills. However, few studies have methodically measured this relationship. In this study, structural equation modelling is used to examine the contribution of certain aspects of PBL implementation to its effectiveness, measured through students’ perceptions of satisfaction and skill development. Results show that skill development is predicted by interaction with the tutor and with the host company, and defining teamwork rules. Satisfaction is predicted by skill development as well as factors relating to assessment, defining rules and understanding how organizations work. Conclusions and recommendations are drawn.

“Good Work and Clever Design”: Early Exhibitions of the Home Arts and Industries Association

This article examines the organization and early exhibitions of the Home Arts and Industries Association (HAIA), with the objective of expanding the narrative of historical home arts and crafts. It revolves around the troubled relationship between philanthropy and its lower-class subjects, the complicated nature of beneficence, and commonly held opinions about the differences between the Arts and Crafts Movement and home arts. The large number of predominantly female amateurs connected with home arts, combined with the fraught relationship between art object and philanthropy, conjure up familiar debates about gender and work. Thus, problems associated with constructed hierarchies remain located in the preservation of both objects and archives as well as within the institutionalized memory of museums and the more contested realm of philanthropy. Might an examination of the early exhibitions open up alternative ways of discussing the objects, the spaces of display, and the viewing and consuming audiences? Was the movement as much about professional training and the development of transferable skills as the revival of peasant or lost arts? And might a democratization of the interior have followed, as craft workers expanded their skills into their own spaces and communities?

Promoting Interactive Learning: A Classroom Exercise to Explore Foraging Strategies

AbstractWe describe a classroom exercise to allow students to explore foraging strategies in higher vertebrates. The exercise includes an initial interactive session in which students act as predators and are guided through foraging simulations, and a subsequent student-led session where classmates are employed as experimental subjects. Students rated the exercise, which utilises only cheap and widely available resources, significantly more highly than another more traditional module element in terms of development of both biological understanding and transferable skills for the workplace. As current trends are towards making tertiary level bioscience teaching more challenging and engaging, our experiences with this exercise support its introduction on a larger scale to undergraduate biology and ecology curricula.

Valuing the human asset - the impact of university placements on academic performance and graduate employment amongst management students

The employment market for graduates is competitive with employers requiring appropriate work experience in addition to academic qualifications. Sandwich courses, where up to a year is spent in industry, provide an opportunity for structured work experience to be gained alongside studying. Benefits of placements include improved academic performance and the development of transferable skills to increase employability. This paper evaluates the impact of placements on academic performance and graduate employment among management students. Analysing performance data and graduate destinations data, results indicate that management students completing a placement are more likely to perform better academically with improvements in their personal grades between year 2 and the final year. Additionally, a qualitative themed analysis of student experiences indicates placement students feel more confident in engaging with the graduate recruitment process, with a better understanding of their personal skills and an ability to articulate their experience in relation to the workplace.

Developing transferable skills through engagement with higher education laptop ensembles

This article argues that ensemble playing forms the backbone of transferable skills development in higher education music courses, and demonstrates how laptop ensembles, as well as being musically engaging projects in their own right, can be a useful way of integrating such skill development into more technologically oriented music degrees. The fact that such ensembles have few established modes of practice allows them to be particularly open to student engagement in a variety of roles and can help to promote an active learning environment. Approaches to structuring the organization of such an ensemble to promote these pedagogical aspects are discussed and related to the four stages laid out by David Kolb's experiential learning model.

How Can Visual Arts Help Doctors Develop Medical Insight?

AbstractThis research project examines how using the visual arts can develop medical insight, as part of a pilot programme for two groups of medical students. It was a UK study; a collaboration between Liverpool and Glyndŵ University's and Tate Liverpool's learning team. Tate Liverpool is the home of the National Collection of Modern Arts in the North of England and one of the largest galleries of modern and contemporary art outside London. The project adapted Tate Liverpool's Opening Doors course in devising and piloting a single day programme that engaged students in exploring perception, communication, emotion and narrative. Opening Doors introduces participants to modern and contemporary art and empowers them to work in new ways with groups and individuals.The exercises used as part of the programme allowed us to observe what connections and interpretations were made, and to discuss with the participants what influenced student choice and decision making in relation to specific works of art.This article will focus on the use of gallery education to highlight examples of contemporary culture to develop links between art and medicine, alongside the development of transferable skills. The study is of professional interest because it is using a cross‐disciplinary approach, broadening the disciplines involved in teaching medical skills; and could form a model for further cross‐curricular and cross‐discipline work.

Encouraging divergent thinking in HRM studies through use of project management case studies

It is important that human resource management (HRM) undergraduate students develop critical thinking around project management decision making as part of their transferable skills development. Such initiatives provide opportunities for students to consider the implications of their decisions in relation to practical settings, that they might better address unexpected HRM demands of the future. We integrate project management into our teaching to progressively build students' skills in HRM. First, students engage in a project management case study and conduct a formal presentation. Second, we extend student awareness of divergent approaches to project management through engagement with excerpts from previous HRM student case studies. Third, the students execute project management of a written case study, under examination conditions. Our approach scaffolds students' higher order thinking and engagement with the divergent nature of the HRM discipline. We provide facilitator and student feedback to illustrate our outcomes. This research is relevant to management educators and, we suggest, is transferable to disciplines other than HRM.

Teaching puzzle-based learning: development of transferable skills

While computer science and engineering students are trained to recognise familiar problems with known solutions, they may not be sucien tly prepared to address novel real-world problems. A successful computer science graduate does far more than just program and we must train our students to reach the required levels of analytical and computational thinking, rather than hoping that it will just 'develop'. As a step in this direction, we have created and experimented with a new rst-y ear level course, Puzzle-based Learning (PBL), that is aimed at getting students to think about how to frame and solve unstructured problems. The pedagogical goal is increase students' mathematical awareness and general problem solving skills by employing puzzles, which are educational, engaging, and thought provoking. In this paper we continue sharing our experiences in teaching such a course. Whereas a brief discussion on our pedagogical objectives were covered in the rst paper together with the material of the rst of two lectures on pattern recognition, this follow-up paper presents the material of the second of two lectures, in which additional exercises are discussed to reinforce the lesson. Along the way we provide a glimpse of some foundational ideas of computer science such as incomputability and general system development strategies such as incremental and iterative reasoning. This paper discusses the outcomes of PBL courses, which include expected improvement in the overall results achieved by students who have undertaken PBL courses, compared to those students who have not.

An innovative approach to encouraging spiral learning for third–year undergraduates

A series of tutorials was re–designed to further engage students in spiral learning and highlight development of transferable skills. The tutorials focused on self–directed and enquiry–based learning, both of which provided particular challenges to students and staff. The students were randomly allocated a media article related to psychology as a focus to their studies and the module was assessed by presentation and report. Students were encouraged to work together to develop ideas and provide peer feedback on drafts of their work. Feedback from students was overall more positive about the module than in previous years, particularly in respect to the extent to which they were helped to develop transferable skills.